Effect of Increasing Allocated and Engaged Instructional Time on the Achievement of High Risk Kindergarten Students: An Evaluation of the Chapter I Extended Time Kindergarten Project, 1982-83 and Technical Supplement

A total of 96 students identified as academically at risk were selected to participate in an extended-day kindergarten program featuring small class size and a whole-language approach to the curriculum and learning. High-risk students attended regular morning kindergarten classes as well as the exte...

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Bibliographic Details
Main Authors Slaughter, Helen B, Powers, Stephen
Format Report
LanguageEnglish
Published 01.11.1983
Subjects
Academic Achievement
Chapter 1 Extended Time Kindergarten Project
Comparative Analysis
Extended School Day
High Risk Students
Kindergarten Children
Limited English Speaking
Listening
Minority Groups
Pretests Posttests
Primary Education
Program Effectiveness
Program Evaluation
Spanish Speaking
Time Factors (Learning)
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Summary:A total of 96 students identified as academically at risk were selected to participate in an extended-day kindergarten program featuring small class size and a whole-language approach to the curriculum and learning. High-risk students attended regular morning kindergarten classes as well as the extended-day sessions; comparison students attended morning classes only. Additional instruction time for the high-risk students ranged from 119 to 242 hours, depending upon which of five participating schools the students attended. A pretest posttest design was used to compare gains on the Listening subtest of the California Achievement Test, Part C, made by 33 students participating in five extended-day classrooms with gains made by 191 students in the same or similar schools who attended half-day kindergarten classes. A similar analysis was performed on gains on the "Prueba Boehm de Conceptos Basicos" made by 14 participants and 27 nonparticipants with limited English-speaking ability. The extended-day kindergarten was found to have a positive effect on the achievement of students regardless of students' language background. Program participants made statistically and educationally significant gains on standardized tests and on teacher ratings of classroom performance. In one school, where all 29 students participated in two extended-kindergarten classrooms, pretest posttest gains on the Metropolitan Readiness Test were higher than in previous years. (Author/RH)